Mathematical modelling as a virtual learning environment for teacher education programs
DOI:
https://doi.org/10.17533/udea.unipluri.19.2.04Keywords:
distance education, mathematical modelling, modelling projects, virtual learning environment, teacher education programAbstract
This study was developed with 76 students enrolled in a teacher education program in Mathematics, which is part of the Brazilian Open University System, at the Universidade Federal de Ouro Preto. It was conducted during the second semester of 2017, in 5 (five) educational centres (polos) located in the states of São Paulo and Minas Gerais, in Brazil. This research was performed according to methodological procedures used in case studies, by covering the collection and data analysis. Methodological procedures used in this study enabled the critical and reflective interpretation of the results through the elaboration of categories that emerged from qualitative data collected during the development of the fieldwork. The main objective of this study was the proposition of mathematical modelling as a virtual learning environment (VLE) that favours the development of a critical view of the reality and the reflection of students in solving problems that they face daily, by developing modelling projects by applying technological tools available in the Moodle platform. Through these projects, students problematized, contextualized, and investigated problems they developed in their projects in the VLE. As well, they elaborated questions that aimed to seek, collect, select, organize, and handle the information that allowed them to critically reflect about the role of mathematics in society.
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